You are previewing Telementoring in the K-12 Classroom.
O'Reilly logo
Telementoring in the K-12 Classroom

Book Description

Telementoring, the practice of online mentoring, is a powerful tool to engage students in meaningful learning. Research has demonstrated the benefits for students and telementors who engage in inquiry and project-based learning with telementoring. Telementoring in the K-12 Classroom: Online Communication Technologies for Learning provides the latest research and the best practices in the field of telementoring. Theoretical and pragmatic viewpoints on telementoring provide guidance to professionals wanting to inform their practice. A solid base of telementoring information and an expansive vision of this practice combine to promote the understanding and successful implementation of telementoring.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. EDITORIAL ADVISORY BOARD
  5. Foreword
  6. Preface
    1. A BRIEF DESCRIPTION OF TELEMENTORING
    2. TELEMENTORING TODAY
    3. ORGANIZATION OF CHAPTERS
    4. CONCLUSION
  7. Acknowledgment
  8. Section 1: Implications for Practice
    1. Chapter 1: Designs for Curriculum-Based Telementoring
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE DIRECTIONS/CONCLUSION
    2. Chapter 2: Dimensions of Design in K-12 Telementoring Programs
      1. ABSTRACT
      2. INTRODUCTION
      3. WHAT IS DESIGN?
      4. VARIETY IN TELEMENTORING
      5. COMMONALITIES AMONG TELEMENTORING PROGRAMS
      6. A SPECULATIVE MODEL OF TELEMENTORING DESIGN
      7. TAKE-HOMES FOR PROGRAM DESIGNERS AND TEACHERS
      8. CONCLUSION
    3. Chapter 3: Telementoring and Project-Based Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. INQUIRY LEARNING APPROACHES AND TELEMENTORING
      4. INFORMATION LITERACY AND TELEMENTORING
      5. DIGITAL MEDIA LITERACY AND TELEMENTORING
      6. TELEMENTORING MODELS
      7. DESIGN CONSIDERATIONS FOR AN INTEGRATED TELEMENTORING MODEL
      8. BENEFITS AND CHALLENGES OF PROJECT-BASED TELEMENTORING
      9. CONCLUSION
      10. Appendix: Selected K-12 Telementoring Programs
    4. Chapter 4: You Had to be There
      1. ABSTRACT
      2. INTRODUCTION
      3. CONTEXT: THE “COMPASSIONATE CANADA?” UNIT
      4. PILOTING “COMPASSIONATE CANADA?”
      5. AN OVERVIEW OF MR. GEORGE’S IMPLEMENTATION
      6. ANSWERS FROM THE CLASSROOM
      7. QUESTIONS FROM THE CLASSROOM
      8. CONCLUSION
      9. Appendix: Student Backgrounder for the Komagata Maru Case
    5. Chapter 5: The Transformative Capacity of Telementoring on Self-efficacy Beliefs
      1. ABSTRACT
      2. INTRODUCTION
      3. THE IMPORTANCE OF SELF-EFFICACY
      4. CONCLUSION
  9. Section 2: Addressing the Needs of Persons with Disabilities
    1. Chapter 6: Fully Including Students, Teachers, and Administrators with Disabilities in Telementoring
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE PROBLEM: ACCESSIBILITY ISSUES WITH TELEMENTORING
      5. THE SOLUTION: UNIVERSAL DESIGN OF TELEMENTORING
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    2. Chapter 7: Electronic Mentoring in the Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. E-MENTORING AS ALTERNATIVE COMMUNICATIVE TOOL
      4. THE UTILITY OF E-MENTORING FOR PERSONS WITH DISABILITIES
      5. THE FEASIBILITY OF E-MENTORING FOR STUDENTS WITH DISABILITIES
      6. PRACTICAL SUGGESTIONS: HOW TO IMPLEMENT AN E-MENTORING PROGRAM FOR STUDENTS WITH DISABILITIES?
    3. Chapter 8: Meeting the Needs of Adolescents and Young Adults with Disabilities
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ELECTRONIC MENTORING FOR TRANSITION-AGE YOUTH WITH DISABILITIES
      5. FUTURE DIRECTIONS
      6. CONCLUSION
  10. Section 3: Professional Development
    1. Chapter 9: Telementoring in Teacher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ELECTRONIC MENTORING OF PRE-SERVICE TEACHERS AT THE UNIVERSITY OF TN AT CHATTANOOGA
      5. DISCUSSION
      6. CONCLUSION
    2. Chapter 10: Virtual Mentoring
      1. ABSTRACT
      2. INTRODUCTION
      3. METHOD
      4. RESULTS
      5. DISCUSSION
      6. Author Note
    3. Chapter 11: Telementoring and Virtual Professional Development
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ADDRESSING SOURCES OF SELF-EFFICACY IN TECHNOLOGY-BASED PD
      5. RECOMMENDATIONS FOR THE FUTURE OF TECHNOLOGY AND TELEMENTORING IN SCIENCE-BASED PD PROGRAMS AND PLCS
      6. CONCLUSION
      7. ACKNOWLEDGMENT
  11. Section 4: Web 2.0 Technologies
    1. Chapter 12: An Orientation to Web 2.0 Tools for Telementoring
      1. ABSTRACT
      2. INTRODUCTION WEB 2.0
      3. BACKGROUND
      4. WEB 2.0: SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
    2. Chapter 13: Web 2.0 for Tele-Mentoring
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: THE PATH WELL-TRAVELED, WHERE TECHNOLOGY IS AND HAS BEEN
      4. LITERATURE REVIEW: PARALLELS IN MENTORING ONLINE IN WEB-BASED DELIVERY
      5. MOVING TO WEB 2.0: USER GENERATED CONTENT AND A SINGLE LEARNING ENVIRONMENT
      6. CASE STUDIES: LEARNING ENVIRONMENTS FOR WEB 2.0
      7. CASE STUDY: NING SOCIAL NETWORKING SITE
      8. COMMUNICATION TOOLS
      9. TOOLS TO CREATE, PUBLISH, & PRESENT CONTENT
      10. TOOLS TO ORGANIZE & SHARE CONTENT
      11. COMPLEMENTARY TOOLS
      12. COMMUNICATION TOOLS
      13. COMPLEMENTARY TOOLS TO COMMUNICATE
      14. COMPLEMENTARY TOOLS TO CREATE, PUBLISH, & PRESENT CONTENT
      15. COMPLEMENTARY TOOLS TO ORGANIZE & SHARE CONTENT
      16. MEASUREMENT & ANALYSIS TOOLS
      17. COMPLEMENTARY TOOLS FOR MEASUREMENT & ANALYSIS
      18. APPENDIX A
  12. Compilation of References
  13. About the Contributors